Critique of the Watson-Glaser Critical Thinking Appraisal Test: The More You Know, the Lower Your Score

Possin, Kevin

doi:10.22329/il.v34i4.4141

Cited by 15 publications

(11 citation statements)

References 12 publications

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“…Pemilihan pakar tersebut mungkin saja kurang tepat karena belum tentu mengusai bidang berpikir kritis dengan baik. Artinya, terjadi kesalahan dalam menentukan Subject Matter Experts di bidang berpikir kritis (Possin, 2014).…”

Section: Gambar 5 Icc Subtesunclassified

Pengembangan Tes Berpikir Kritis Dengan Pendekatan Item Response Theory

Fajrianthi

Hendriani

Septarini

2016

Jurnal Penelitian dan Evaluasi Pendidikan

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Penelitian ini bertujuan untuk menghasilkan sebuah alat ukur (tes) berpikir kritis yang valid dan reliabel untuk digunakan, baik dalam lingkup pendidikan maupun kerja di Indonesia. Tahapan penelitian dilakukan berdasarkan tahap pengembangan tes menurut Hambleton dan Jones (1993). Kisi-kisi dan pembuatan butir didasarkan pada konsep dalam tes Watson-Glaser Critical Thinking Appraisal (WGCTA). Pada WGCTA, berpikir kritis terdiri dari lima dimensi yaitu Inference, Recognition Assumption, Deduction, Interpretation dan Evaluation of arguments. Uji coba tes dilakukan pada 1.453 peserta tes seleksi karyawan di Surabaya, Gresik, Tuban, Bojonegoro, Rembang. Data dikotomi dianalisis dengan menggunakan model IRT dengan dua parameter yaitu daya beda dan tingkat kesulitan butir. Analisis dilakukan dengan menggunakan program statistik Mplus versi 6.11 Sebelum melakukan analisis dengan IRT, dilakukan pengujian asumsi yaitu uji unidimensionalitas, independensi lokal dan Item Characteristic Curve (ICC). Hasil analisis terhadap 68 butir menghasilkan 15 butir dengan daya beda yang cukup baik dan tingkat kesulitan butir yang berkisar antara –4 sampai dengan 2.448. Sedikitnya jumlah butir yang berkualitas baik disebabkan oleh kelemahan dalam menentukan subject matter experts di bidang berpikir kritis dan pemilihan metode skoring.Kata kunci: Pengembangan tes, berpikir kritis, item response theory DEVELOPING CRITICAL THINKING TEST UTILISING ITEM RESPONSE THEORYAbstractThe present study was aimed to develop a valid and reliable instrument in assesing critical thinking which can be implemented both in educational and work settings in Indonesia. Following the Hambleton and Jones’s (1993) procedures on test development, the study developed the instrument by employing the concept of critical thinking from Watson-Glaser Critical Thinking Appraisal (WGCTA). The study included five dimensions of critical thinking as adopted from the WGCTA: Inference, Recognition Assumption, Deduction, Interpretation dan Evaluation of arguments. 1453 respondents from Surabaya, Gresik, Tuban, Bojonegoro and Rembang were used for trailing the test. The dichotomous data were analized using the Item Response Theory with two parameter logistic model using statistical program Mplus ver. 6.11. Several assumptions were tested prior the IRT analysis; the test of unidimensionality, local independency and Item Characteristic Curve (ICC). Amongst 68 items only 15 items had good discrimination parameter. Difficulty item level ranged from – 4.95 to 2.448. The study was limited in producing high number of qualified items due to its failure in finding subject matter experts in critical thinking area and inadequate choice in scoring method.Keywords: test development, critical thinking, Item response theory

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Section: Gambar 5 Icc Subtesunclassified

Pengembangan Tes Berpikir Kritis Dengan Pendekatan Item Response Theory

Fajrianthi

Hendriani

Septarini

2016

Jurnal Penelitian dan Evaluasi Pendidikan

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“…Ghanizadeh (2016) found that the interaction between CT and reflective thinking contributed to students' academic achievement. While these findings are interesting, it should be noted that students' CT skills were measured using the Watson-Glaser Critical Thinking Appraisal which has been criticised for its low validity (Possin 2014). The Watson-Glaser Critical Thinking Appraisal is a multiple-choice test.…”

Section: Teaching Thinking Skills In Efl Educationmentioning

confidence: 92%

The Assessment of Higher-order Thinking Skills in Online EFL Courses

Johansson¹

2020

NJES

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Studies within second language learning indicate that higher-order thinking skills (HOTS) are important for the process of learning a new language. At the same time, previous literature indicates that assessment tasks in online courses often focus on lowerorder thinking skills. Little is still known about if and how thinking skills are assessed in online EFL courses. Hence, the purpose of this study is to create a more comprehensive understanding of if and how online EFL students at Swedish universities are given opportunities to both develop and being assessed on such skills. According to the sociocultural perspective, collaboration is beneficial to students' learning. Thus, the present study will also look into the correspondence between HOTS e-assessment tasks and collaborative e-assessment tasks. E-assessment tasks used in four online EFL courses given at Swedish universities have been classified according to the revised version of Bloom's taxonomy. This has been done through a quantitative content analysis of used eassessment tasks. The study found that the majority of courses included more eassessment tasks focusing on higher-order thinking than on lower-order thinking. However, a significant difference was detected between literature and linguistics modules in the sense that literature modules include more HOTS e-assessment tasks. Moreover, the results suggest that collaborative e-assessment tasks are slightly more common in eassessment tasks that focus on HOTS than on LOTS. The present study provides insight into how thinking skills are assessed and developed in online language courses.

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“…Critical thinking refers to reflective and rational thinking that determines an individual's beliefs or actions and shapes one's thoughts and knowledge based on his/her experiences and observations [12]. Critical thinking disposition refers to the tendency toward this thinking, and the motive or desire of critical thinking is problem solving and decision-making [13].…”

Section: Introductionmentioning

confidence: 99%

Influence of Perceived Helicopter Parenting, Critical Thinking Disposition, Cognitive Ability, and Learning Motivation on Learning Behavior among Nursing Students

Cho

Yim

2021

IJERPH

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The purpose of this study was to determine the influence of perceived helicopter parenting, critical thinking disposition, cognitive ability, and learning motivation on learning behavior in nursing students in South Korea. The participants in this study were 149 sophomore nursing students from two universities using convenience sampling. The two universities were similar in terms of type, curricula, and size. Data were collected from October to November 2017 using self-reported questionnaires. The collected data were analyzed using descriptive statistics, Pearson correlation coefficients, and hierarchical multiple regression with SPSS 22.0. The mean score of perceived helicopter parenting was 3.06 ± 0.65 out of six points. The levels of critical thinking disposition, cognitive ability, learning motivation, and learning behavior were medium. Factors affecting learning behavior were learning motivation (β = 0.40, p < 0.001), cognitive ability (β = 0.26, p = 0.001), and critical thinking disposition (β = 0.25, p = 0.001). These variables explained 32% of the variance in learning behavior (F = 18.21, p < 0.001). Teaching methods are necessary to increase the critical thinking disposition and learning competence of nursing students. In addition, it is important to consider the learning motivation of nursing students for effective learning.

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Critique of the Watson-Glaser Critical Thinking Appraisal Test: The More You Know, the Lower Your Score

Cited by 15 publications

References 12 publications

Pengembangan Tes Berpikir Kritis Dengan Pendekatan Item Response Theory

Pengembangan Tes Berpikir Kritis Dengan Pendekatan Item Response Theory

The Assessment of Higher-order Thinking Skills in Online EFL Courses

Influence of Perceived Helicopter Parenting, Critical Thinking Disposition, Cognitive Ability, and Learning Motivation on Learning Behavior among Nursing Students

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